Reviewing the roles of educational feminism theories in treating gender: Ethiopian general secondary school science teaching is in focus

Pages: 161-165
Mollaw Abraha (Education and Behavioral Sciences, Woldia University, Ethiopia )
Asrat Dagnew (Education and Behavioral Sciences, Bahir Dar University, Bahir Dar, Ethiopia)
Amera Seifu (Education and Behavioral Sciences, Bahir Dar University, Bahir Dar, Ethiopia)

The authors reviewed the educational feminism theory to examine how it has helped gender treating initiatives of Ethiopian science teachers. By so doing, the findings show that Marxist and Radical feminism theories were ineffective to achieve gender equality in the instructional process of the nation. Most of the activities of Marxist feminists focused on educating people about the dominant ideology. Radical feminism also preferred to achieve a gender context school environment by following a separatist principle that enforced both men and women to have detached institutions and relationships. However, treating females by isolating them from males may develop a sense of inferiority complex among females – they may perceive themselves as weak to learn science than males. Accordingly, the reviewers considered the liberal feminism as an imperative theory that helps teachers to treat gender in their instructional endeavors. The theory seeks to level the playing instructional field that would allow girls to have the same opportunities as boys. Therefore, Ethiopia has to use this liberal feminism theory to strengthen its motives for achieving gender reflective instructional practices.